no. 1 for tourism studies the guardian, 2004, 2005, 2006 international opportunities and challenges...

No. 1 for Tourism StudiesThe Guardian, 2004, 2005, 2006

International Opportunities

and Challenges for Hospitality, Leisure, Sport and Tourism Education

It’s a Small World – HEA Conference

HEA Network for HLST

It’s a Small World

The Challenge of Multi National/Cultural Audiences

David Airey

Professor of Tourism Management

&

Pro-Vice-Chancellor

University of Surrey


…..most Universities have designated international departments responsible for recruitment and marketing, the administration associated with processing applications and the orientation and continued pastoral care of international students. Consequently it would seem appropriate that once international students have been attracted to a University, initiatives would be undertaken to ensure that the student has an enjoyable learning experience Indeed it has been suggested that institutions should provide “holistic support services for (international) students” (Jennings 2001, p50) (Barron, 2005, p356)


Internationalisation

“internationalisation of higher education is the process of integrating an international/intercultural dimension into teaching, research and service of the institution” (Knight, 1997)

1. International student programmes

2. International student support services

3. Offshore delivery and distance education

4. Internationalisation of curriculum and experiences

5. Internationalisation technical assistance

6. Internationalisation of research (Back, Davis and Olsen, 1996)

Quoted in Ball (Link 16 2006)


Outline

•Background – where we have come from?

•Some Figures – what is the scale and importance?

•What do international students value?

•Responding to different learning styles?


Background

Where we have come from?

THEN

No. 1 for Tourism StudiesThe Guardian, 2004, 2005, 2006

Professor Andrew Lockwood

Professor David Botterill


Background

Where we have come from?

A BIT LATER

Dr Dimitrios

BuhalisProfessor Adele Ladkin


Background

Where we have come from

NOW


Some Figures

what is the scale and importance?


Domicile Nos %

EU 100,000 4

Non EU 218,395 9

Total international students

318,395 13

Total Students 2,423,590 100

International Students in the UK 2004/05

Source: UKCOSA and HESA


Level of Study Nos %

PGR 45,440 14

PGT 106,915 34

PG Other 13,435 4

First degree 123,550 39

Other undergraduate 29,055 9

Total 318,395 100


Source: UKCOSA


Origin Nos % of all

internat

China (PRC) 52,675 16

India 16,685 5

USA 14,385 5

Malaysia 11,475 4

Hong Kong 10,780 4

Nigeria 8,145 3

Pakistan 6,545 2

Japan 6,180 2

International Students (non EU) in the UK 2004/05

Source: UKCOSA


Origin Nos % of all

internat

Greece 22,825 7

Rep of Ireland 16,345 5

Germany 12,555 4

France 11.685 4

Spain 6,000 2

International (EU) Students in the UK 2004/05

Source: UKCOSA


Institution Nos % of institution

Warwick 7,530 25

London Met 7,090 23

Manchester 7,055 18

Middlesex 6,000 24

Nottingham 5,885 18

Cambridge 5,685 22

Westminster 5,655 21

UCL 5,640 29


Source: UKCOSA


Year (of which) Non EU

Total

1994/5 163,713

1995/6 196,346

1996/7 108,935 198,064

2003/4 203,210 300,055

2004/5 218,395 318,400

International Students in the UK

1994-2004

Source: HESA


Domicile 1996 2005

Home 268,289 360,244

EU 13,037 17,247

Overseas 13,581 27,878

Total 295,807 405,369

Student HE acceptances in the UK

1996-2005

Source: UCAS


Domicile Tourism Sport Science

1996 2005 1996 2005

Home 1725 3137 8853

EU 113 (6%)

328 (9%)

144 (2%)

Overseas 86 (5%)

249(7%)

88 (1%)

Total 1924 3714 9085

Student HE acceptances in the UK

1996-2005

Source: UCAS


What do International Students Value (worry about)?

Source 1: UKCOSA (2004), International Students in UK

Universities and Colleges, Broadening Our Horizons,

London: UKCOSA


Satisfaction with Academic Experience

010203040506070

%

Course overall

Academic support

Course content

Career relevance

Source: adapted from UKCOSA (2004

It’s a Small WorldAreas of Concern

(@= important initially *=important now)

Accommodation@Financial Problems@*Finding Part-time work*Balancing Study with p-t WorkAssessments@*UK study methods@Course ContentRelations with staffEnglish Language

Mixing with UK Students@*Feeling HomesickKeeping in Touch with FamilyAdapting to UK CultureFoodHealthVisa/ImmigrationReligious NeedsBringing Family Members

Source: UKCOSA (2004)



Source 2: Middlehurst, R. & Woodfield, S. (2006) 'International activity or

internationalisation strategy? A case-study of institutional practice and experience'. Paper presented at the 28th Annual EAIR Forum, 30 August to 1 September 2006,

University LUISS Guido Carli. Rome, Italy. Date of Presentation: 31/08/06

It’s a Small WorldCategories of 'student experience' and issues arising for international students (Source: Middlehurst & Woodfield)

Category of 'experience'

Issues for international students

Academic •English language difficulties affect home & overseas students;•Pedagogical differences require exploration and orientation (for staff and students)•Proactive support valued•Academic representation at programme level important•Education, social & welfare issues closely linked•More flexibility in academic delivery needed•Currency of qualifications is key •Evidence from NSS useful in focusing attention & actions




Social •Different interests and requirements from many home students - implications for optional and alternative services•Societies very important for welfare and support•Need a 'social strategy' for students




Cultural •Different priorities and needs; importance of communal activity and community events in many countries•'International experience' useful for cultural understanding and of potential benefit to all students




Administrative (1)

•Categories of students (home, EU, international) are unhelpful (and not related to experiences)•Procedures and committees not integrated according to student needs; •Link between the international and cultural diversity agendas•Timing of university calendar creates difficulties•Visa difficulties prior to entry and police checks in UK cause difficulties




Administrative (2)

•Involvement in institution-level forums leading to action is valued•University and SU data could be complementary, but sometimes contradictory•Students keen to be involved in relevant University projects•Need for support to assist students to study abroad




Environmental •Distance from home a problem for many students•Cost of study high•Barriers to working, or while studying and working exist•Accommodation needs and catering requirements differ from home students



Source 3: Pereda MH (2006) An Examination of the Impact of

Service Quality Dimensions on Students’ Satisfaction in Higher

Education in the UK, University of Surrey, unpublished PhD thesis


International Students of Hospitality and Tourism

Reason for Enrolling N=308

International image of University 184

English spoken 152

Course content 142

Reputation at home 103

Facilities 91


Dimensions Mean (7 point scale)

Physical Quality

Gardens and open areas are kept clean 5.22

Rooms have internet connection 5.14

Classrooms have up-to-date teaching support equipment

5.10

University has modern computers with latest progs 5.06

Students’ accommodation is safe 4.66

The university has sufficient residential accommodation

4.66

International Students – Importance of items 1



Interactive quality

Course is intellectually challenging 5.02

Staff react politely to students’ enquiries 4.71

It is easy to make friends on campus 4.70

The administrative staff are helpful 4.60

Lecturers stimulate critical analysis 4.56



Corporative quality

The university takes the lead in research 4.85

A degree from this university improves employment prospects

4.85

The university maintains links with international employment networks

4.70

A degree from this university is well recognised internationally

4.69

The university is well recognised for its academic programmes

4.66

It’s a Small WorldService Quality Scale – Factor Loading Structure

Factor

Factor 1 Recognition

The ranking of the school is high

A degree from this university is well recognised internationally

The university takes the lead in research

A degree from this university takes the lead in my home country

My course is intellectually challenging

Factor 2 Quality of Instruction and Interaction with Faculty

Lecturers have adequate time for consultation

Lecturers can be easily contacted individual

There are clear and reasonable requirements for each module

Lecturers stimulate critical analysis

Feedback from coursework is adequate

It’s a Small WorldService Quality Scale – Factor Loading Structure

Factor

Factor 3 Sufficiency of Resources

The campus computers are sufficient for the student population

Adequate printer facilities are available

The common areas in the university accommodation are adequate for the number of students

The university has sufficient residential accommodation

Factor 4 Quality of Facilities

The university has plenty of sports facilities

The sports centre as modern equipment

The classrooms have up-to-date teaching support equipment

The gardens and open areas on campus are kept clean


Value for Money

Value scale 1=low, 7=high

%

1 10

2 16

3 13

4 31

5 20

6 7

7 3


Responding to different learning styles?

Source: Barron, P. 2005, "Cultural Issues in Learning," in An International

Handbook of Tourism Education, D. Airey & J. Tribe, eds., Elsevier, Oxford,

pp. 353-366.


Western View of Confucian Heritage Students as Learners (from literature)

Positive Negative•High achievers,•Diligent note takers,•Well disciplined, •Hard working, •Quiet•Respectful •Good attendees

•Rote learners•Memory rather than understanding•Lacking self management•Requires specific reading•Passive•Non participative

It’s a Small WorldLearning Issues and Problems for CHC

Students

•Time management •Revision skills•English language skills•Examination skills•Classroom discussion•Rely on memorising as a learning strategy•Problem of not one correct answer•Racist incidents

•Presentations•Authority of teacher •Compensation (working harder, more notes, rely on international students•Reliance on books•Concept of plagiarism•Family pressure•Lack of understanding of W educators


Preferred Learning Styles of CHC and non CHC International

Students (Australia)

Reflector (stand back, observe, consider)

Activist


0

10

20

30

40

50

60

Par

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Gro

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and

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No

sLearning Issues/Problems (CHC Students Australia)


Study Approaches Adopted (CHC Students, Australia)

0102030405060

Foc

us o

nun

ders

tand

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Lear

ning

thro

ugh

pres

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Und

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pra

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e

Pre

pari

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tions

Ind

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rese

arc

h

Source: Barron (2005)

Nos


Recommendations for Improvement (CHC Students Australia)

05

10152025

Lect

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resp

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Mor

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nce

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Overall reaction

“Good, good because here things are very interesting and after you have finished studying your subject, you still remember things. You still remember things you were studying in your previous semester”

no. 1 for tourism studies the guardian, 2004, 2005, 2006 international opportunities and challenges...

Documents

ukcosa slide

hesa slide

ucas slide

hlst slide

later slide

p356 slide

small world source

small world background